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    Educating on the edge of chaos. Using complexity theory to examine pedagogical responses to global complexity by peace educators.

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    Arthur Romano.pdf (1.797Mb)
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    Publication date
    2013-11-28
    Author
    Romano, Arthur
    Supervisor
    Not named
    Keyword
    Complexity theory
    Peace education
    International education
    Global complexity
    Educational sociology
    Rights
    Creative Commons License
    The University of Bradford theses are licenced under a Creative Commons Licence.
    Institution
    University of Bradford
    Department
    Department of Peace Studies
    Awarded
    2012
    
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    Abstract
    This dissertation examines the nexus of complexity theory and peace education and its implications for developing educational praxis that engages with the demands of global complexity. In this thesis, I argue that as societies become more globalized and complex (global complexity) there is an onus upon education to adapt its methods so people can understand the workings of these processes better and further develop the ethical and creative resources needed for responding to system dynamics effectively. My central thesis is that the most appropriate way to do this is to use methods that are congruent with the subject matter of global complexity¿that is to align ones pedagogy with one¿s subject area. This dissertation therefore investigates the situated and contingent responses of peace educators working in the field to the challenges and opportunities that arise when attempting to adapt to local/global dynamics. It utilizes ethnography, narrative inquiry, and autoethnography and draws its data from interviews with over 50 educators in India, Japan, and the US. This research demonstrates that when engaging with global complexity, peace educators adapt both their ontological understanding and methodological orientation in ways congruent at times with the insights of complexity theory. While this understanding can be at odds with mass educational methodologies, this tension also is a touchstone for peace educator¿s creative formulation of novel praxis in response to the demands of global complexity. This dissertation thus examines some of the possibilities for learning within complex knowledge production systems and highlights the need for further research into the dynamics and processes at play within global educational ¿networks.¿
    URI
    http://hdl.handle.net/10454/5725
    Type
    Thesis
    Qualification name
    PhD
    Collections
    Theses

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